Category: implementation (page 1 of 11)

Observations From a (Social) Distance

Child working on computer.

Source: https://images.app.goo.gl/oQKmWhhQ2WG8mx957

Well, hasn’t this been an interesting couple of months? Little did we know when we left for spring break that we would not be returning to our campuses and classrooms for the remainder of the year! It has certainly been a strange, bewildering time. While we miss our kids, colleagues, our schools, and our normal routines, there have been some remarkable changes happening at a breakneck pace, and some real positives may come out of this when we are all back together again. Here are a few of my own, personal thoughts and observations:

  1. Teachers and administrators and support personnel have been amazingly resilient and adaptable. The immediacy of all of this has forced change on the fly and a great deal of professional learning to happen all at once. This has been a great opportunity for the world to see the dedication, talent, creativity, and hard work of educators everywhere. Undeniably, there have been bumps and a learning curve, but obstacles continue to fall. In a time when stories in the press about schools are overwhelmingly negative, this has been like a B-12 shot for education public relations and goodwill.
  2. Digital divide by income level

    Source: https://images.app.goo.gl/rd86LsbGfH1zfDKw5

    The digital divide continues to be a real barrier for our students. We now have a much larger body of evidence that many of our kids don’t have the kinds of technologies and connectivity to make learning outside of the classroom successful or even feasible. Additionally, many parents don’t have the technology knowledge or skills to adequately support their children in their online learning. Schools are being forced to address these inequities, which should be a good thing in the long run. Some are buying student devices to implement 1:1 programs. Others, like Seguin, are purchasing wireless hotspots or are even going so far as to install community wireless towers.  Along with the devices and infrastructure, schools will need to find ways to ensure students and their families have the necessary experiences during more normal times to succeed in times of crisis.

  3. For a variety of reasons, some students are thriving in this new reality. Perhaps learning via short videos, websites, and student-selected online tools provides better opportunities for on-time reteaching. Maybe it gives them multiple styles of presentation of information, allowing them to find what best speaks to them. I think some students can better focus on learning without the distractions of the complexities of the classroom social structures. It doesn’t matter how fluently they read out loud in front of their classmates, what they wear to school, or how disruptive the classmate next to them is. They can do the essential work without the negative, extra “stuff” that goes along with being a kid. For my own son, who generally finds football the only exciting part of the school day, it has been a chance to get the “boring” stuff out of the way of the things he’d rather be doing. He misses his friends, but he manages to keep connected via a variety of online games and networks.
  4. Sad teen

    Source: https://images.app.goo.gl/mjp1vCAccF3UQYxh7

    Some students are struggling mentally and emotionally during this time of physical isolation. Schools provide more than just access to knowledge and skills. They are places where kids can connect positively to other people. They can laugh, share secrets, complain, unload their painful thoughts, get support. Sadly, teachers are often the only positive, supportive, loving adults some of our students encounter on a day-to-day basis. School administrators and counselors provide invaluable support to kids with a range of mental and emotional issues. School lunches are the only reliable meals for many students. These kids, even the ones who are often the most challenging, miss the consistency and positivity that schools provide. The social distancing situation we find ourselves in has to force schools to think about ways to creatively and effectively take care of these kids.

  5. Inexperience or misguided priorities have been an issue for some schools or districts. As I have followed the news and the Twitter-sphere, I have seen some likely well-intended but hopelessly off-base policies and practices being advocated or implemented. For instance, some schools have sent full-day, detailed schedules for students to follow while learning at home. Such schedules reflect a complete disregard for the home life realities of students and parents, many of whom are either at work or working from home. Other schools have issued edicts that students continue to wear school uniforms, or that teachers wear “professional dress” while working from home. While certainly sensible during virtual meetings by video, it is dubious that a teacher is less effective in a t-shirt and pajama pants while grading essays at the breakfast room table. Still other schools have reminded staff that lunch breaks should be limited to a half hour. These kinds of administrative decisions are likely rooted in experiences limited only to normal, physical school, and we will, hopefully, learn better how to structure the schedules and environment of online learning, as we have no guarantees that we won’t be returning here next year or in the future.
  6. Now that we are mastering the basics, the next step is empowering online learning. The past few weeks have required on the fly learning and transitioning curricula into the online learning environment. Now, we need to work on the work. How can we move beyond viewing a video and completing an electronic worksheet? How do we make learning more relevant and meaningful and engaging? Can we use this opportunity to empower students to construct their own knowledge, with teachers serving to prompt and guide? I think there is a hesitancy among some educators thus far to give students more open-ended, student-driven tasks online. However, if the learning activities online would not have been good enough for the physical classroom, should they be acceptable in the virtual setting? The reality is, students have access to more diverse, powerful tools for learning and for creating, collaborating, and sharing online than in a typical classroom. We need to structure our online courses to take advantage of these.
  7. Professional development may be changed forever. This is not to say the face-to-face workshop or conference will become a thing of the past. However, more teachers are taking part in PD through book studies or Zoom or Google Meet. Having offered these types of professional learning for years, I know I have seen countless more participants joining in now. Will this be a positive experience that affects how they choose the grow as educators in the future? I think it is a real possibility, so long as they find it worthwhile in the present. A related benefit is that a lot of educators have become much more familiar and proficient with the use of technology tools that they might not take the time to learn in normal circustances..
  8. Teacher hugging student

    Source: https://images.app.goo.gl/QgqmiuUb1vQzr8Xd6

    The heart of the educator is all about the kids. Given an unprecedented time of separation from their students, teachers have shown time and again how their love for their students is at the heart of all the work they do. Teachers genuinely miss their students (and vice versa). I have read countless stories of teachers going out of their way to express how much they miss their students. Teachers in my own neighborhood and many others put together parades, honking, waving, shouting support. They have hand written personal letters to students. Others have read bedtime stories to their students at night. They have organized Zoom meetings just to catch up on the latest news from their students. They have worked to put together virtual proms and graduations. It has been a remarkable and touching display of the deep affection of educators for their students, and that is truly encouraging to me in such difficult and challenging times.

Something else just occurred to me. There will continue to be successes and stumbles in our new, virtual existence. We will learn from this in the most effective way there is, through real-life experience. I hope that may be the biggest takeaway for educators. Just like their teachers, students benefit from authentic learning experiences. It makes learning relevant to their real lives and makes it durable. After we return to the classroom, perhaps we can work harder to create these kinds of experiences.

Best wishes for success and continued good health all of my education peers.

Student Internet Access in Seguin ISD

As a part of our ongoing process of self-evaluation and planning for the future of technology here in Seguin ISD, we recently conducted a quick, 4-question survey to determine patterns of students’ internet use outside of the school day. Over 1,700 students in grades 3-12 participated. The results are below.

A few initial observations:

  • The basically 9:1 ratio of student internet uses to non-users is pretty much what I would have expected. This tells me that we still need to be looking for options for our students without access, as they are certainly limited once they leave our buildings.  It also should be something teachers are aware of, and it should inform their decision-making when assigning homework that requires online resources. We have come far, but the divide still exists. How might we creatively close the gap outside of our buildings?
  • Slower internet speeds and data limits on cellular connections make accessing excessive amounts of video or other media online problematic. This is a potential issue for more than 40% of our students.
  • Fewer and fewer students are using traditional laptops or desktops as their home internet-access device. Mobile phones and tablets are much more common. Still, schools tend to focus budget dollars on desktops/laptops. That might be a practice we need to rethink. Might our technology dollars be better directed at non-traditional tools?
  • The “None of these” option under types of devices doesn’t just include kids with no internet at home–many kids use gaming consoles, devices such as Amazon’s Alexa or Google Home, or a variety of other tools.

Other thoughts, reactions, or questions I might be missing? Happy to hear your comments.

 

Technology Doesn’t Matter (Unless…)

Last week, I was reading a blog post written last fall by Tom Murray that popped up in my Twitter feed, “No. Your 3D Printer Does Not Make You Innovative.” I enjoyed the way Tom categorized the roles these exciting tools are playing in classrooms, ranging from “bandwagon” devices (which get purchased with great fanfare and excitement, only to go on to live sad, lonely lives gathering dust in a closet .somewhere) to “MVP” devices that powerfully transform learning.  I have personally witnessed the full range of these types of implementation over the past few years. Tom’s big point was that exciting technologies such as 3D printers aren’t worth the investment if schools do not evaluate what they are doing in the classroom to ensure they are leveraging the full potential of the devices. As he states in the post, “Innovation is not about tools. It’s about people, processes, and pedagogy.” 

Taking this idea one step further, let me say that the same principle applies to all educational technology resource we decide to invest in for our classrooms. Technology resources are significant investments for schools, and they are at times purchased with inadequate focus and vision for what they will be used to accomplish. This goes for 3D printers, laptops, Chromebooks, iPads, VR/AR systems, interactive white boards, desktop computers, robot systems, document cameras, LED projectors, software tools, etc. These technologies may well have the potential to transform learning by increasing student engagement, involving students in real problem-solving, facilitating innovation and invention, building curiosity and creativity, etc. However, this is much more likely when implementation follows planning to evolve instruction and create new, powerful kinds of learning experiences. On the other hand, each has the very real possibility to go down in flames as huge wastes of precious school dollars.

How do we ensure, then, that we are getting the most from our exciting, new investments?  Here are a few questions that might be helpful for schools to consider before investing in the latest, hottest technologies:

  1. What student need or learning outcomes will be met by this technology?  Does it fit our overarching “why?”
  2. Are there existing resources or less  costly alternatives that meet the same goals as effectively?
  3. Are current classroom structures well suited to make the most of this tool–furnishings, arrangement, schedule, grouping, management, etc.?
  4. What training will teachers and students need to effectively and powerfully  use this technology?
  5. How should instructional time look when this technology is in use by students?
  6. Could students adapt the tool to new applications that go beyond the curriculum? Beyond the classroom?
  7. How will success be measured?

In summation, for me it goes back to something I heard more than a decade ago in a workshop led by Dr. Bernajean Porter. Dr. Porter proposed that the highest use of technology was “transformative”, allowing students to do and experience things otherwise not possible. If an education technology is truly an advancement in student learning, this should be obvious in what is happening in the classroom. Even the most amazing and powerful tools, however, can be significantly handicapped by a lack of planning, training, or vision. The priority for successful and impactful implementation should be planning to ensure opportunities for students to successfully use the technologies they are provided to solve problems, create, invent, design, connect, communicate, and engage in ways they could not imagine doing without them.

More Reflections on Why

Another impact of the Simon Sinek book Start With Why: How Great Leaders Inspire Everyone to Take Action is that I have been giving thought to how I could put my why into one concise, easily understood statement. While not ready to declare it as final, the following is the current incarnation:

To facilitate meaningful and engaging learning experiences that equip students to reach their dreams.

Here are a few key elements:

  1. Facilitate–my role is to provide tools, training, resources needed for learning.
  2. Meaningful–meaning is a highly personal thing, and we should look for and offer diverse learning opportunities and technologies reflective of the outside world
  3. Engaging–while digital learning tools are exciting to a large percentage of kids, they do not equal engagement by default. The focus still needs to be on powerful classroom practice that pulls learners in.
  4. Experiences–with a nod to John Dewey, learning is most effective within the context of powerful experiences. Do the technologies and strategies I promote create these?
  5. Equip…their dreams–we as educators are beholden to standards. Goals for our students are dictated from ivory towers and governments. Ultimately, however, I think most of us could see no higher level of success than if our students returned to us to tell us of big dreams we inspired and how they achieved those dreams.

Finally, another thought hit me yesterday: What would it look like if we taught our kids to articulate their whys? How might making these concrete affect how our students approach learning? Would our schools even fit their whys at all?

New Podcast: #30: What’s On the Horizon?

This (long-delayed) episode of the Moss Free Show discusses the six educational technology tools identified by the authors of the 2017 Horizon Report K12 edition as having immediate or imminent 2-5 years) impact on teaching and learning. What are your thoughts? Do you agree with the identified technologies, or did they miss something more significant?

Listen to “#30: What’s On the Horizon?” on Spreaker.

Matador Innovators Camp Reflections

19868261593_ecd0711fe4_zThis summer marked the 3rd year of our summer technology and innovation camps. We conducted two Minecraft camps, two robotics camps, and two technology/innovation camps, called Matador Innovators. All of the camps were 4 days long and lasted 4 hours per day for older students (generally grades 4 and up) and 3 hours for younger students. Camps were staffed by district teachers, librarians, and students.

Last year, I supervised and facilitated the camps, but left it to my extremely capable teachers to run the day-to-day events. I missed the face-to-face interaction with the kids, so I decided to lead the Matador Innovators camps again this year, and I am so glad I did.

20495460031_ec74edc42e_zMatador Innovators camps are fairly informal. We spend the week trying out a variety of creative technology tools, with the students given lots of leeway to determine just how they should be used. The activities and technology tools used this year included:

  • MakeyMakeys — electronic project boards that let conductive objects become computer input devices.
  • Paper and tape — students challenge to construct free-standing tower using only masking tape and 20 sheets of paper.
  • Circuit Stickers — surface-mount LED lights that were crafted into a variety of paper/electronic creations.
  • Lego Movie Maker — wonderful, free app for creating stop-motion movies.
  • Scratch — free, online tool for learning programming concepts and creating movies, simulations, games, etc.20462960086_9ae970febc_z
  • Squishy Circuits — homemade conductive and insulating dough that was used with batteries and 9v batteries to create and explore electrical circuitry.
  • Brushbots — simple robots created from toothbrushes, coin batteries, and vibrating cellphone motors. Guaranteed giggles.

These were active, noisy, engaged20301155578_dbce834fff_z camps. Students shared ideas, offered suggestions, asked questions. For the most part, we tried to make the outcomes purposely vague, offering specific instructions or guidelines when students expressed a need for them or just to introduce a tool. For example, I walked the kids through the creation of electronic versions of Edvard Munch’s The Scream, which allowed campers to get familiar with Circuit Stickers. From there, they were limited only by their imaginations, and the results were quite varied: a mask; a car; lighthouses; a model video game controller.

20302528339_9c51b0b8c9_zStudents also had a great deal of autonomy when making stop-motion movies or learning to program with Scratch, leading to a diverse set of products. When we built the brushbots, students were given the challenge of creating a bot that could be steered in a particular direction. The brushbots were set loose on a makeshift racetrack to test students’ engineering ideas.

Here are four observations for the 2 weeks:

  1. Many kids actually need practice dealing with failure. They struggle with adapting their plans, testing new ideas. They are used to getting one shot to get it right, usually do, and consequently can get very frustrated when they are expected to overcome failures. I had to tell one student he could no longer say, “It doesn’t work” unless he immediately followed that with the word “yet.”
  2. 20489198965_077bb404d7_zStudents engaged in imaginative, hands-on experimentation are generally highly motivated, have few behavior issues, and actually have to be told to stop working.
  3. Kids’ imaginations are bigger than ours. A few might need us to provide specific rules or expectations for their products, but many more will exceed our own ideas when given the resources and the freedom to experiment.
  4. Maker classrooms must be flexible. Learning by making requires teachers to adapt to students’ needs and schedules on the fly. The open ended nature of the tasks lends to unpredictable timetables. Embrace the chaos.

All in all, it was an exhausting, extremely rewarding experience. It was amazing to get to spend so much time interacting with the students, the one thing I miss from my classroom days. I am already plotting next summer’s fun!

Seguin ISD Summer Tech Conference

Just wanted to share the promotional video for this year’s event. This year’s conference is titled “Century 21.14: Tomorrow is Here,” and will be held at Seguin High School on June 10th. Registration is available through Eduphoria. We’ve got some serious talent from around the state and within the district coming to share powerful strategies and tools to help you use technology to make teaching and learning better than ever. A full schedule will be available next week. Hope to see you there, SISD staff!

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